Learners’ Engagement with Teacher Written Corrective Feedback (WCF) in EFL Context: Associations with Writing Ability

Indyra Mahdiana, Yudhi Arifani, Slamet Asari

Abstract


Learners’ engagement with written corrective feedback as main part which connects between provision of written corrective feedback and writing outcomes. In other words, the level of learners’ engagement with written corrective feedback will determine learners’ writing ability. This current study completes the existing literatures by examining relationship between learners’ engagement with teacher written corrective feedback and learners’ writing ability. The correlation design was implemented in this research among 88 participants which divided into three classes. Learners were asked to do writing task and revise it based on teacher WCF which they receive. Then, learners also need to fill nine items of learners’ engagement with teacher WCF questionnaire. The results of this research showed that there was very strong positive correlation between learners’ engagement with teacher WCF and learners’ writing ability with the value of pearson correlation was 0.824 and sig. tailed was 0.000 < 0,05. It indicated that the correlation between learners’ engagement with teacher WCF and learners’ writing ability was important and real. So, learners’ engagement with teacher WCF could be used as one of predictor factors of writing ability.


Keywords


learners; engagement; teacher

Full Text:

PDF

References


Afwan, B. et al. (2020). The Development of Digital Flipbook Media Based on the 5 Hours Battle of Kalianda upon High School History Materials. Budapest International Research and Critics Institute-Journal (BIRCI-Journal). P. 1003-1012.

Asari, S., & Maruf, N. (2022). Organizational Method of EFL Undergraduate Students’ Academic Essay Writing with and Without Pre-Determined Topic. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 5(3).

Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205. https://doi.org/10.1016/j.jslw.2005.08.001

Chen, W., & Liu, G. Q. (2021). Effectiveness of Corrective Feedback: Teachers’ Perspectives. Iranian Journal of Language Teaching Research, 9(1), 23–42. https://doi.org/10.30466/ijltr.2021.120974

Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. https://doi.org/10.1017/S0272263109990544

Ellis, R., Loewen, S., & Erlam, R. (2006). IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR. 339–368.

Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50(December 2019), 100775. https://doi.org/10.1016/j.jslw.2020.100775

Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to truscott (1996). Journal of Second Language Writing, 8(1), 1–11. https://doi.org/10.1016/S1060-3743(99)80110-6

Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307–329. https://doi.org/10.1016/j.jslw.2012.09.009

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement Potential of The Concept. Review of Educational Research, 74(1), 59–109.

Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School Engagement. In What Do Children Need to Flourish? (Vol. 545, pp. 305–321). Springer US. https://doi.org/10.1007/0-387-23823-9_19

Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–142. https://doi.org/10.1016/j.system.2017.07.003

Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44. https://doi.org/10.1016/j.jslw.2015.08.002

Han, Y., & Xu, Y. (2019). Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students. Teaching in Higher Education, 26(2), 181–196. https://doi.org/10.1080/13562517.2019.1648410

Karim, K., & Nassaji, H. (2018). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519–539. https://doi.org/10.1177/1362168818802469

Kim, Y. J., Choi, B., Kang, S., Kim, B., & Yun, H. (2020). Comparing the effects of direct and indirect synchronous written corrective feedback: Learning outcomes and students’ perceptions. Foreign Language Annals, 53(1), 176–199. https://doi.org/10.1111/flan.12443

Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44(February), 100450. https://doi.org/10.1016/j.asw.2020.100450

Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17(3), 144–164. https://doi.org/10.1016/j.jslw.2007.12.001

Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536. https://doi.org/10.1017/S0261444819000247

Li, S. (2010). The Effectiveness of Corrective Feedback in SLA: A Meta-Analysis. Language Learning, 60(2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x

Li, S., & Roshan, S. (2019). The associations between working memory and the effects of four different types of written corrective feedback. Journal of Second Language Writing, 45(September 2018), 1–15. https://doi.org/10.1016/j.jslw.2019.03.003

Mao, Z., & Lee, I. (2020). Feedback scope in written corrective feedback: Analysis of empirical research in L2 contexts. Assessing Writing, 45(February), 100469. https://doi.org/10.1016/j.asw.2020.100469

Muijs, D. (2004). Doing Quantitative research in Education. SAGE.

Nassaji, H. (2018). Corrective Feedback. The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.EELT0050

Pradana, D. et al. (2020). Nasionalism: Character Education Orientation in Learning Development. Budapest International Research and Critics Institute-Journal (BIRCI-Journal).P. 4026-4034

Schenck, A. (2020). Using meta-analysis of technique and timing to optimize corrective feedback for specific grammatical features. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00097-9

Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. In Studies in Second Language Acquisition (Vol. 32, Issue 2). https://doi.org/10.1017/S0272263109990507

Svalberg, A. M. L. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18(3–4), 242–258. https://doi.org/10.1080/09658410903197264

Tang, C., & Liu, Y. T. (2018). Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation. Assessing Writing, 35(January 2017), 26–40. https://doi.org/10.1016/j.asw.2017.12.002

Truscott, J. (1999). The case for “The Case Against Grammar Correction in L2 Writing Classes”: A response to Ferris. Journal of Second Language Writing, 8(2), 111–122. https://doi.org/10.1016/S1060-3743(99)80124-6

Tsao, J. J. (2021). Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback. Asia-Pacific Education Researcher, 30(6), 575–584. https://doi.org/10.1007/s40299-021-00591-9

Tsao, J. J., Tseng, W. T., Hsiao, T. Y., Wang, C., & Gao, A. X. (2021). Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance. SAGE Open, 11(2). https://doi.org/10.1177/21582440211023172

Uscinski, I. (2017). L2 Learners’ Engagement with Direct Written Corrective Feedback in First-Year Composition Courses. Journal of Response to Writing, 3(2), 36–62. www.journalRW.org

Yousefi, M., & Nassaji, H. (2021). Corrective feedback in second language pragmatics: A review of research. Tesl-Ej, 25(1), 1–14.

Zhang, Y., Zhang, L., & Ma, L. (2010). A Brief Analysis of Corrective Feedback in Oral Interaction. Journal of Language Teaching and Research, 1(3), 306–308. https://doi.org/10.4304/jltr.1.3.306-308

Zhang, Z. (Victor), & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36(February), 90–102. https://doi.org/10.1016/j.asw.2018.02.004

Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37(January), 13–24. https://doi.org/10.1016/j.asw.2018.03.001

Zheng, Y., Yu, S., Wang, B., & Zhang, Y. (2019). Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study. Innovations in Education and Teaching International, 57(2), 186–197. https://doi.org/10.1080/14703297.2019.1617181




DOI: https://doi.org/10.33258/birci.v5i3.6788

Article Metrics

Abstract view : 126 times
PDF - 30 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.